International student education in China: An “Island” in Internationalization?

Abstract

While many studies have studied Chinese international student experiences, including their motivations, choices, and socio-cultural adaptations, few have systematically analyzed the connection of international student education (ISE) to society. This paper incorporates the “internationalization in higher education for society” framework and the “glonacal agency heuristic” to examine ISE in China in relation to the goals of social justice, economic development, and public goods. The findings reveal dilemmas in institutional practices and instances of disconnection from local society, while also pointing to potential contributions to global society. The causes include instrumentalist values, competing policy priorities, and constrained institutional agency. China’s case offers practical implications for reconceptualizing ISE for other emerging student-receiving nations. Furthermore, this case may also contribute to growing scholarly discussions on integrating the internationalization of higher education into universities’ third mission of service to society across different countries. We argue that ISE should be designed and implemented comprehensively with intention and purpose, and undergirded by strengthened institutional agency directed to serve society.